RED 4043

The activity descriptions provided in this summary of ESOL infused activities or assignments is intended to provide you with information about what pieces of evidence you may include in your TESOL-in-Progress notebook. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in your syllabus to ensure that you fulfill all assignment requirements for this course.

RED4043_2.0

ESOL Performance Standard(s) and Indicator(s)3.2, 4.1, 4.2
Activity ObjectiveTo demonstrate an ability to construct meaningful lessons and activities to develop students¡¯ comprehension, fluency, vocabulary, phonemic awareness, phonics, and study skills within a given content area by using reading strategies, writing strategies, and study strategies.
Activity DescriptionIntegration of Reading Components Students will develop an integrated unit plan that consists of the following (each bullet is its own page) • Content Area topic of choice (title page...include content area topic and your information) • Develop a text set using a diverse list of traditional texts and digital texts appropriately matched to student grade level. • Identify 1 lesson (LAFS in CPALMS located at http://www.cpalms.org/Public/search/Standard (Links to an external site.)Links to an external site. for each of the components of reading (phonological awareness, phonics, fluency, vocabulary, comprehension, writing to support reading) that are intentional, explicit, systematic instructional practices to scaffold a skill in each of the components of reading. o The following will be added as a page directly after the lesson screen shot: ? Students will write a reflection for each lesson to identify the components that make it intentional, explicit, systematic, and multi-sensory instructional approaches. ? Students will include 3 ELL modifications/strategies for EACH lesson (component of reading) • (Final Reflection for whole unit) What did you learn about the process of developing an integrated unit plan? What were some obstacles? What did you believe went well?
ESOL-specific Reading(s)Textbook chapters in Vacca, R.T., Vacca, J.L., & Mraz, M. (2010). Content area reading: Literacy and learning across the curriculum. 10th ed. Boston, MA: Allyn & Bacon.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

RED4043_1.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity ObjectiveTo assess the readability and usability of authentic textbooks in secondary content areas.
Activity DescriptionCandidates will obtain a copy of a middle or high school textbook in a content area with which they are planning to teach (math, science, social studies, English, Voc Ed., etc.). Candidates will use the Fry Readability Graph and General Textbook Readability Checklists. They will answer the following questions in a reflection: 1) What grade level did they find for the textbook? 2) Did they agree with these results? 3) Did anything surprise them about the Fry results? 4) What implications can they draw from these results about English language learners? Special education students? Lastly, candidates will analyze the specific strengths/weaknesses of the textbook, its understandability for all groups of learners including English language learners and students receiving special education services, its usability, and visual and cognitive appeal.
ESOL-specific Reading(s)Textbook chapters in Vacca, R.T., Vacca, J.L., & Mraz, M. (2010). Content area reading: Literacy and learning across the curriculum. 10th ed. Boston, MA: Allyn & Bacon.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO